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Self-efficacy in teaching Chinese as a foreign language in Australian schools
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Native language self-concept and reading self-concept. Same or different? ...
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Young second language learners’ competence and affective self-concept
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Saudi female students learning English : motivation, effort, and anxiety
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Questioning new directions in understanding student motivation : an investigation into the domain specificity of motivational goals
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Chinese language reform in Singapore : teacher perceptions of instructional approaches and curriculum implementation
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Mandatory use of technology in teaching : who cares and so what?
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Relating use of digital technology by pre-service teachers to confidence : a Singapore survey
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Self-concepts of English-speaking and non-English-speaking students in an English-speaking country
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Abstract:
Self-concept is known to have significant influence on academic achievement. Students with a higher English self-concept are more likely to perform better in English and other areas of learning. This chapter examines the academic self-concepts of primary and secondary students in Sydney, Australia. The sample came from schools in western Sydney, one of the most disadvantaged localities in Australia. Results showed: (1) a strong positive correlation between English and general school self-concepts that was generalized to three ethnic groups; (2) non-English-speaking background (NESB) students had lower English self-concept, but not lower math self-concept, than indigenous and non-indigenous English speaking students; and (3) indigenous Australian students’ English self-concept was lower than non-indigenous students in the socioeconomically disadvantaged locality of western Sydney. Considering the influence of language on academic performance, there is a need to devise measures to enhance the English self-concepts of disadvantaged students so as to maximise their educational potentials. It is not only an issue of equity and social justice, but also a pragmatic issue of minimizing the social burden of supporting the disadvantaged in unnecessarily prolonged education pursuits.
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Keyword:
170103 - Educational Psychology; 970117 - Expanding Knowledge in Psychology and Cognitive Sciences; academic achievement; Australia; non-English speaking background; self-concept; self-perception; students
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URL: http://handle.uws.edu.au:8081/1959.7/521212
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University students’ satisfaction with Spanish learning online and face-to-face
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Adolescent peer relations instrument : assessment of its reliability and construct validity when used with upper primary students
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Domain specificity of trilingual teachers' verbal self-concepts
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